1. Day 1 - July 12, 2012

2.  HR Representatives: ◦ Mark Doane - Exec. Director of HR ◦ Dawn Madren – Dir. of Teacher Recruitment and Induction ◦ Tammy Atkins – Staffing & Licensure Coorinator ◦ Patsy Page – Benefits Specialist ◦ Marie Chavis – HR Specialist ◦ Cathy Griffin – HR Specialist ◦ Jean Todd – HR Support ◦ Denise Velez – HR Support

3.  South Graham Elementary: 6  North Graham Elementary: 2  Eastlawn: 2  Haw River: 2  Graham Middle School: 1

4.  9:00-9:45 – BT Support Presentation  9:45-10:00 – Break  10:00-11:00 – Technology Dept. Presentation  11:00-12:00 – ESL Dept. Presentation  12:00-1:00 – Lunch (provided)  1:00-2:00 - EC Dept. Presentation  2:00-2:15 – ACE & Classroom Closet Presentation  2:15-2:30 – Break  2:30-3:30 – BT Support Presentation (cont.)

5.  BT Induction Day 2: ◦ August 7 (8:30 AM – 3:30 PM) – St. Mark’s Church  BT1 Meetings: ◦ September 19 (3:30-5:00 PM) – St. Mark’s Church ◦ November 7 (3:30-5:00 PM) – St. Mark’s Church ◦ February 6 (3:30-5:00 PM) – St. Mark’s Church ◦ April 10 (3:30-5:00 PM) – St. Mark’s Church

6.  Induction requirement  Assignment/experience requirements  Beginning Teacher professional development plan  Optimum working conditions for BTs  Orientation  Mentor assignment/guidelines for selection  Mentor training  Observations/evaluation  Beginning Teacher support program timetable  Conversion process

7.  Initial (Standard Professional I) license issued to teachers with fewer than 3 years teaching experience  Offer ongoing support to teachers within their first three years of teaching – provided by district, school, and mentor.

8.  It is expected that beginning teachers will be assigned in their area of licensure.  Three years of teaching experience, of at least six months each, are required in the Beginning Teacher Support Program

9.  Each BT is required to develop a PDP in collaboration with his/her principal (or designee) and mentor teacher.  The plan is to be based on the NC Professional Teaching Standards and must include goals, strategies, and assessment of the BT’s progress in improving professional skills.  Meetings are held throughout the year to reflect on the BT’s progress in meeting goals.

10.  To ensure that BTs have the opportunity to develop into capable teachers, the following are strongly recommended: ◦ Assignment in the area of licensure ◦ Mentor assigned early, in the licensure area, and in close proximity ◦ Orientation that includes state, district, and school expectations ◦ Limited preparations ◦ Limited non-instructional duties ◦ Limited number of EC or difficult students ◦ No extra-curricular assignments unless requested in writing by the BT

11.  Each BT should be provided an orientation that is conducted prior to the arrival of students.  If the teacher is hired during the school year, the orientation should be conducted within the first 10-days of employment.

12.  Orientation should include: ◦ overview of the school/district’s goals, policies, and procedures ◦ description of available services and training opportunities ◦ the BTSP and process for achieving SPII (continuing) license ◦ NC Teacher Evaluation Process ◦ NC Standard Course of Study (ie – Common Core) ◦ Local curriculum guides ◦ Safe and appropriate use of seclusion and restraint of students ◦ State accountability program ◦ State Board of Education’s mission and goals

13.  Local school systems are responsible for providing training and support for mentor teachers.

14.  Each BT shall be observed at least three times annually by a school administrator/designee and at least one time annually by a teacher.  Each BT shall be evaluated at least once annually by a school administrator.  Each observation must last for at least one period of instructional time (45 minutes) and followed by a post-conference.  All observers must be trained.  The observations should be spaced throughout the school year.

15.  Assigned a mentor  Provided an orientation  Develops a professional development plan  Completes any professional development required/prescribed by the LEA  Is observed at least four times culminating with the summative evaluation

16.  Continues to have a mentor teacher  Updates the professional development plan  Completes any professional development required by the LEA  Observed at least four times culminating with a summative evaluation

17.  Continues to have a mentor teacher  Updates professional development plan  Completes any professional development required by LEA  Is observed at least four times culminating with a summative evaluation

18.  After three years of teaching, the district is responsible for converting the BT’s initial license (Standard Professional I) to a continuing license (Standard Professional II).  A principal must rate a probationary teacher as “proficient” on all five NC Professional Teaching Standards on the most recent Summary Rating Form in order to recommend the teacher for a Standard Professional II license.

19.  Rigorous instruction  Engagement in 21 st century learning opportunities  Achievement in support of college/career readiness  Community involvement to infuse school culture  High quality teachers and administrators

20.  Using the REACH goal assigned, discuss qualities/ideas that come to mind when you think of the goal.  Record your group’s ideas on the chart paper provided.  Select a speaker for the group to share aloud.

21.  New webpage design and navigation tools  Year-round staff and student calendar  Beginning & ending times by school  School information pages  District map – zones & school sites  Technology integration & tutorials  Back-to-School Celebration (YR schools)

23.  NC Professional Teaching Standards  NC Educator Evaluation System (NCEES)  McRel – online tool used for NCEES  ABSS Board Policies – Duties of Teachers

24. Standard 1: Teachers demonstrate leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice

25. Component 3: Teacher Self-Assessment Using the Rubric, the teacher shall rate their performance and reflect on his or her performance throughout the year. Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by peer C. Career Status Teachers: Evaluated annually. During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric. Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. Component 2: Orientation Within two weeks of teacher’s first day, the principal will provide: A. The Rubric for Evaluating North Carolina Teachers; B. Teacher Evaluation Policy ID Number: TCP-C-004 ; and C. A schedule for completing evaluation process. Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation. STEP 1: Training and Orientation STEP 3: Observation Cycle (Administrative and Peer) STEP 2: Self- Assessment, Goal Setting and Pre- Conference Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- Prior to end of school Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion: A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form. Component 8: PD Plans Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or “Developing” rating for 2 sequential yrs. STEP 4: Summary Evaluation and Goal Setting Component 6: Post-Observation Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric. Teacher Evaluation Process For more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/http://ncees.ncdpi.wikispaces.net/

26.  http://ncees.ncdpi.wikispaces.net/teachers http://ncees.ncdpi.wikispaces.net/teachers  Features to review: ◦ NC Teacher Booklet ◦ Evaluation Comparison Chart ◦ Teacher User Manual*** ◦ Teaching Standards Document ◦ TCP-C-004

27.  Orientation  Self-evaluation  Pre-conference prior to observation #1  Four formal observations (3 administrator/1 teacher)  Summary rating form  Professional development plan (developed in collaboration with mentor and principal/designee) – initial, mid-year, final  Record of teacher activities form

28. Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance Proficient – Demonstrated basic competence on standard(s) for performance Accomplished – Exceeded basic competence on standard(s) of performance most of the time

29. Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.] Not Looked For - No harm, no foul; wasn’t observed at this time.

30. UID and password provided by principal when school- year starts

31.  Review features and login process  Review documents available

32.  Review policies – available on ABSS website: ◦ Rules of Student of Conduct ◦ Code of Ethics and Standards of Conduct ◦ Responsibilities and Duties ◦ Faculty/Employee Dress ◦ Prohibited Relationships with Students ◦ Job Description – Teacher ◦ Lesson Plans ◦ Instructional Planning ◦ Teacher Workday

33. “ The very first day of school is the most important day of the school year… What EFFECTIVE TEACHERS do on the very first day will determine the success of the class.” Harry Wong, (2009), The First Days of School.

34. The EFFECTIVE TEACHER 1. Is A Good Classroom Manager 2. Designs Lessons To Reach Mastery 3. Has Positive Expectations That Students Will Be Successful Reference: Good, Thomas L. and Jere Brophy. Looking in Classrooms. Harper- Collins, 1994, pp. 376-377.

35. “ Effective teachers believe that all students can learn and be successful. Effective teachers consciously create a climate in which all students feel included. Effective teachers believe that there is potential in each learner and commit to finding the key that will unlock the potential.” Gregory & Chapman. (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All.

36. 1. Am I in the right room? 2. Where am I supposed to sit? 3. What are the rules in this classroom? 4. What will I be doing this year? 5. How will I be graded? 6. Who is the teacher as a person? 7. Will you treat me as a human being? (Wong, Harry.(2009).The First Days of School.

37. 1. Am I in the right room? 2. Where am I supposed to sit? 3. What are the rules in this classroom? 4. What will I be doing this year? 5. How will I be graded? 6. Who is the teacher as a person? 7. Will you treat me as a human being?

38. What additional thoughts/questions do you have about the Beginning Teacher Support/Induction Program?

39. That Noble Title Teacher A s you begin this school year, may you remember the fine nuances and the distinguishing essence of that proud word Teacher. Let you be reminded of the tools you have at your command, because of your talents, your traits, and your training…and because you chose to become a Teacher. Teacher – you are a poet, as you weave with your colorful magic language a passion for your subject. You create a vast and grand mosaic of curiosities to imagine, secrets to unfold, connections only to begin the cycle of learning. Teacher – you are a physicist, as you bring magic, logic, reason, and wonder to the properties, changes and interactions of our universe. Teacher – you are a maestro, a master of composing as you conduct and orchestrate individuals’ thoughts and actions from discordant cacophony into harmonic resonance. Teacher – you are an architect, as you provide each student a solid foundation, but always with a vision of the magnificent structure that is about to change. Teacher – you are a gymnast, as you encourage the contortions and gyrations of thoughts and the flexing and strengthening of ideas. Teacher – you are a diplomat and the ambassador of tact and sensitivity, as you facilitate productive, positive interactions among the multiplicity of personalities and cultures, beliefs, and ideals. Teacher – you are a philosopher, as your actions and ethics convey meaning and hope to young people who look to you for guidance and example. -Trish Marcuzzo Omaha Public Schools

40. What I am taking away today,… What I still hope to get,….